This edited volume offers a cohesive account of recent developments across the world in the field of learner and teacher autonomy in languages education. Drawing on the work of eminent researchers of language learning and teaching, it explores at both conceptual and practical levels issues related to current pedagogical developments in a wide range of contexts. Global shifts have led to an increase in autonomous and independent learning both in policy and practice (including self-access and distance learning).
The book’s scope and focus will therefore be beneficial to language teachers as well as to students and researchers in applied linguistics and those involved in pre- and in-service teacher education. The book concludes with an overview of the state of research in this field, focusing on the (inter)relationships between the concepts of learner and teacher autonomy.Table of contents
Part 1. Introduction
Introduction to this volume
Terry Lamb Part 2. Concepts
Teachers' and learners' perspectives on autonomy
Freedom - a prerequisite for learner autonomy? Classroom innovation and language teacher education
The shifting dimensions of language learner autonomy
Learner autonomy – teacher autonomy: Interrelating and the will to empower
William La Ganza Part 3. Realities
Teacher-learner autonomy: Programme goals and student-teacher constructs
Richard Smith and Sultan Erdoğan
The subjective theories of student teachers: Implications for teacher education and research on learner autonomy
Learners talking: From problem to solution
Sara Cotterall and David Crabbe
Roles learners believe they have in the development of their language learning – autonomy included?
Christine Siqueira Nicolaides
Autonomous teachers, autonomous cognition: Developing personal theories through reflection in language teacher education
Penny Hacker and Gary Barkhuizen Part 4. Responses
Teachers working together: What do we talk about when we talk about autonomy?
Materials evaluation and teacher autonomy
Hayo Reinders and Marilyn Lewis
Teacher education towards teacher (and learner) autonomy: What can be learnt from teacher development practices?
Flávia Vieira, Isabel Barbosa, Madalena Paiva and Isabel Sandra Fernandes
Multiple voices: Negotiating pathways towards teacher and learner autonomy
Part 5. Epilogue
Learner autonomy and teacher autonomy: Synthesising an agenda
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